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Title: The Development and Validation of the Multicultural Competency Assessment(&)copy; (MCA(&)copy;).
Creator: Mitchell, Michelle, Lambie, Glenn, Bai, Haiyan, Butler, S. Kent, Shillingford-Butler, Ann, Bai, Haiyan, University of Central Florida
Abstract / Description: A sound and tested multicultural therapeutic approach is an essential component in providing ethical services to all client populations (e.g., Medley, Lipari, Bose, Cribb, Kroutil, (&) McHenry, 2015). Therefore, concepts of multiculturalism have been integrated in ethical codes, guidelines on competence, and standards for training in preparation programs within counseling, psychology, and social work fields (e.g., American Counseling Association Code of Ethics, 2014; American Psychological...
Show moreA sound and tested multicultural therapeutic approach is an essential component in providing ethical services to all client populations (e.g., Medley, Lipari, Bose, Cribb, Kroutil, (&) McHenry, 2015). Therefore, concepts of multiculturalism have been integrated in ethical codes, guidelines on competence, and standards for training in preparation programs within counseling, psychology, and social work fields (e.g., American Counseling Association Code of Ethics, 2014; American Psychological Association Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists, 2002; Council for Accreditation of Counseling and Related Educational Programs Standards, 2016; National Association of Social Workers Standards and Indicators for Cultural Competence in Social Work Practice, 2015). Despite mandates for therapists to utilize a multicultural perspective, multiculturalism has remained a challenging construct to measure. Thus, the goal of this research was to develop and test the psychometrics features of the Multicultural Competency Assessment(&)copy; (MCA) scores with a national sample of therapists in clinical practice. The MCA and items were constructed employing instrument development best practices (e.g., AERA, APA, (&) NCME, 2014; DeVellis, 2017; Dimitrov, 2012; Haladyna (&) Rodriguez, 2013; Lambie, Blount, (&) Mullen, 2017). The initial 50 item MCA scores were tested with Data1 (N = 407) using exploratory factor analysis (EFA) and parallel analysis (PA), resulting in a 25-item MCA with a four-factor structure that accounted for 64.11% of the total variance. Next, the 25-item MCA scores were tested with Data 2 (N = 233) using confirmatory factor analysis (CFA) and the results supported the four-factor MCA structural model. The four-factor MCA structure represents (a) Knowledge, Skills, and Interventions (21.86% of the variance); (b) Awareness of Self (19.27% of the variance); (c) Awareness of Client Worldview (11.95% of the variance); and (d) System and Institutional Structures (11.03% of the variance). In addition, the MCA scores yielded sound internal consistency reliability (e.g., .953). Evidence of concurrent validity was supported with a positive correlation between MCA and Multicultural Counseling Self-Efficacy Scale -Racial Diversity Form (MCSE-RD) scores (r = .746; p (<) .001; 55.61% variance explained). Further, a positive correlation was identified between the MCA scores and participants' reported age. The findings from the investigation may be used to: (a) assist researchers in measuring the construct of multicultural competence, (b) aid therapists in evaluating their levels of as multicultural competence, and (c) promote sound curriculum in counselor education programs to promotion trainees' development of multicultural competence. Limitations of the study and areas for future research are presented.
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Date Issued: 2018
Identifier: CFE0007580, ucf:52563
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007580

Title: Faculty Perceptions and Use of Web 2.0 Tools in Saudi Arabian Higher Education.
Creator: Alashwal, May, Campbell, Laurie, Hartshorne, Richard, Bai, Haiyan, Cox, Thomas, University of Central Florida
Abstract / Description: This study investigated factors that predict Saudi Arabian faculty members' intentions to adopt and use Web 2.0 tools and to assess faculty's awareness of the educational benefits of Web 2.0 tools to supplement classroom instructions in higher education. One hundred and three faculty members (34 male and 69 female) from a large university in the Western region of Saudi Arabia participated in the web survey. The framework and model for explaining and predicting the contributing factors towards...
Show moreThis study investigated factors that predict Saudi Arabian faculty members' intentions to adopt and use Web 2.0 tools and to assess faculty's awareness of the educational benefits of Web 2.0 tools to supplement classroom instructions in higher education. One hundred and three faculty members (34 male and 69 female) from a large university in the Western region of Saudi Arabia participated in the web survey. The framework and model for explaining and predicting the contributing factors towards the decision to adopt and use of Web 2.0 tools was the Decomposed Theory of Planned Behavior (DTPB). The partial least squares structural equation modeling (PLS-SEM) approach was utilized to analyze data collected from the web survey. Results indicate that positive attitudes and perceived usefulness are significant predictors of Saudi Arabian faculty members' intentions to use Web 2.0 tools. Moreover, findings indicate that Saudi Arabian faculty members intend to use Web 2.0 tools such as blogs, wikis, and social networking in their future classrooms to improve students' learning, student-student interaction, student-faculty interaction, and students' writing ability. Research implications for administrators and higher educational institutions indicate that professional development programs could be designed based on the significant predictors in the DTPB to support a successful integration of Web 2.0 tools in higher education.
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Date Issued: 2019
Identifier: CFE0007424, ucf:52695
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007424

Title: The relationship between first generation college students' levels of public and personal stigma, social support, perceived discrimination, and help-seeking attitudes.
Creator: Kim, Nayoung, Taylor, Dalena, Lambie, Glenn, Barden, Sejal, Bai, Haiyan, University of Central Florida
Abstract / Description: The purpose of the current study was to investigate the relationship between first-generation college students' (FGCSs) help-seeking attitudes, as measured by the Attitudes Towards Seeking Professional Psychological Help (-) Short Form (Fischer (&) Farina, 1995); public stigma, as measured by the Perceptions of Stigmatization by Others for Seeking Psychological Help (Vogel, Wade, (&) Ascheman, 2009); personal stigma, as measured by the Self-Stigma of Seeking Help Scale Working (Vogel, Wade, (...
Show moreThe purpose of the current study was to investigate the relationship between first-generation college students' (FGCSs) help-seeking attitudes, as measured by the Attitudes Towards Seeking Professional Psychological Help (-) Short Form (Fischer (&) Farina, 1995); public stigma, as measured by the Perceptions of Stigmatization by Others for Seeking Psychological Help (Vogel, Wade, (&) Ascheman, 2009); personal stigma, as measured by the Self-Stigma of Seeking Help Scale Working (Vogel, Wade, (&) Haake, 2006); social support, as measured by the Multidimensional Scale of Perceived Social Support (Dahlem, Zimet, (&) Walker, 1991); and perceived discrimination, as measured by the revised Everyday Discrimination Scale (Stucky et al., 2011). The researcher further investigated mediating effects of public and personal stigma in the relationships among the constructs. The researcher found statistically significant relationships among the variables for FGCSs and mediating effects of personal and public stigma. Specifically, public stigma mediated the relationship between perceived discrimination and personal stigma and the indirect effect of perceived discrimination on personal stigma via public stigma was statistically significant ((&)#223; = .070, p = .030). Personal stigma also fully mediated the relationship between public stigma and help-seeking attitudes and the indirect effect of public stigma on help-seeking attitudes via personal stigma was statistically significant ((&)#223; = -.231, p (<) .001). Public stigma partially mediated the relationship between social support and personal stigma and the indirect effect of social support on personal stigma via public stigma ((&)#223; = -.089, p = .010) was statistically significant. In addition, both public and personal stigma partially mediated the relationship between social support and help-seeking attitudes. The indirect effect of social support on help-seeking attitudes via both public and personal stigma was statistically significant ((&)#223; = .062, p = .015). The researcher presented discussion of results, limitations of the study, and implications of the findings.
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Date Issued: 2019
Identifier: CFE0007663, ucf:52471
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007663

Title: How do after-school staff use social networks to support at-risk youth? A social capital analysis.
Creator: Philp, Katherine, Gill, Michele, Biraimah, Karen, Bai, Haiyan, Hewitt, Randall, University of Central Florida
Abstract / Description: Little is known about the social capital of adults in after-school settings or the ways in which they use social contacts to support youth success, particularly for at-risk youth. Their effectiveness as brokers for learning opportunities may depend on aspects of their social capital: both the quantity and quality of their social networks as well as their attitudes and beliefs related to seeking help from social contacts. This mixed-methods study surveyed 50 after-school program staff serving...
Show moreLittle is known about the social capital of adults in after-school settings or the ways in which they use social contacts to support youth success, particularly for at-risk youth. Their effectiveness as brokers for learning opportunities may depend on aspects of their social capital: both the quantity and quality of their social networks as well as their attitudes and beliefs related to seeking help from social contacts. This mixed-methods study surveyed 50 after-school program staff serving teens in high-poverty neighborhoods to examine the characteristics of adult social capital and to explore attitudes towards mobilizing social resources to support youth. Surveys measured social network size (total contacts), network social status (average prestige of known occupations), and network orientations, as well as social resource mobilization (brokering). The results of an initial logistic regression found that only total known contacts was a significant predictor of resource mobilization. Six participants were identified for follow-up interviews. Exposing youth to novel experiences emerged as a critical theme related to youth interest development and adult brokering action. Interviews also indicated that structural elements of youth programs might influence the need for staff to draw on personal connections, suggesting possible targets for intervention. This study provides novel insight into the characteristics of the social networks held by adults working in after-school programs, as well as into the attitudes and beliefs held by these individuals towards brokering learning opportunities for youth.
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Date Issued: 2019
Identifier: CFE0007707, ucf:52419
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007707

Title: A Causal Comparative Analysis of a Computer Adaptive Mathematics Program Using Multilevel Propensity Score Matching.
Creator: Seabolt, Justin, Sivo, Stephen, Bai, Haiyan, Swan, Bonnie, Vitale, Thomas, University of Central Florida
Abstract / Description: The purpose of this study was to examine the effectiveness of a computer adaptive mathematics program, i-Ready(&)#174; Mathematics Instruction in Central Florida School District (CFSD) using a variety of quantitative analyses. In particular, students in the fifth grade at CFSD were examined in relation to the gains made on their end-of-year statewide mathematics assessment, known as the Florida Standards Assessment (FSA Math). Per i-Ready(&)#174;, students who use i-Ready(&)#174; Mathematics...
Show moreThe purpose of this study was to examine the effectiveness of a computer adaptive mathematics program, i-Ready(&)#174; Mathematics Instruction in Central Florida School District (CFSD) using a variety of quantitative analyses. In particular, students in the fifth grade at CFSD were examined in relation to the gains made on their end-of-year statewide mathematics assessment, known as the Florida Standards Assessment (FSA Math). Per i-Ready(&)#174;, students who use i-Ready(&)#174; Mathematics Instruction for a minimum of 45 minutes per subject per week for at least 25 weeks show significantly greater gains than those who do not (Curriculum Associates, 2017b). Therefore, two propensity score matching methods (one considering the multilevel structure of the data) were examined and compared to split students into the following two comparison groups: those who used the program with fidelity and those who did not. Next, a series of multilevel models, using both propensity score matching methods, and dependent t-tests were examined to evaluate the effectiveness of i-Ready(&)#174; Mathematics Instruction. In conclusion, the use of the multilevel propensity score matching technique yielded a better fit for explaining the variation in relation to gains students in the fifth grade made on the FSA Math assessment. Additionally, i-Ready(&)#174; Mathematics Instruction did positively impact fifth grade students in Central Florida School District who used the program with fidelity with relation to their FSA Math score gains, compared to those who did not use the program with fidelity.
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Date Issued: 2018
Identifier: CFE0007245, ucf:52210
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007245

Title: Diverse 3rd Grade Non-School Activity Participation: Associations With Social Competence and Reading Performance.
Creator: Mahone, Robert, Hoffman, Bobby, Crevecoeur, Edwidge, Biraimah, Karen, Bai, Haiyan, University of Central Florida
Abstract / Description: This study examined indicators of 3rd Grade students' non-school activity participation (NSAP) for associations with measures of social competence and reading performance. The Early Childhood Longitudinal Study (ECLS-K), representative of a 1999 kindergarten cohort of more than 14,000 students was used. The study constructed social competence composites from responses provided by students, parents and teachers. Principal component analysis and iterative bivariate correlations were utilized to...
Show moreThis study examined indicators of 3rd Grade students' non-school activity participation (NSAP) for associations with measures of social competence and reading performance. The Early Childhood Longitudinal Study (ECLS-K), representative of a 1999 kindergarten cohort of more than 14,000 students was used. The study constructed social competence composites from responses provided by students, parents and teachers. Principal component analysis and iterative bivariate correlations were utilized to derive the most robust composite for use in tests of the main hypotheses of the study. Results confirmed prior research findings that social competence has strong positive associations with academic performance. Thereafter, the social competence composite and ECLS Reading IRT Scale Score were used as alternative outcome measures in the bivariate analyses and linear regressions on non-school activity participation (NSAP) and breadth of non-school activity participation (BNSAP) scores.Cluster and multiple regression analyses combined in the study and brought demographic and cognitive controls to bear on iterations of five distinct views of the independent variables. Results indicated that girls influenced the association strengths observed for NSAP, and boys seemed to drive the direction and strength of BNSAP associations. Although regression betas for total samples were nominal, when viewed by demographic cluster samples the values were appreciatively improved. The use of the cluster distinctions provided views of significant associations that were otherwise dissolved into nominal aggregates. The results of these analyses support the construct validity of applying the aggregate scoring metric of EAP research to NSAP. Regression results prompted a call for future inquiries into student self-selection.
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Date Issued: 2011
Identifier: CFE0004132, ucf:49123
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004132

Title: Curriculum-Embedded Reading Tests as Predictors of Success on Florida Comprehensive Assessment Test in Reading.
Creator: Johnson, Nicole, Wilson, Nancy, Zygouris-Coe, Vassiliki, Bai, Haiyan, University of Central Florida
Abstract / Description: ABSTRACTWith the passing of the No Child Left Behind legislation (2001), individual states have been required to administer standardized tests to measure students' academic achievement in several academic areas, including reading comprehension. Many schools are using curriculum embedded reading comprehension tests to assess students' progress in achieving grade level expectations before the administration of state standardized test. This study used de-identified student data on curriculum...
Show moreABSTRACTWith the passing of the No Child Left Behind legislation (2001), individual states have been required to administer standardized tests to measure students' academic achievement in several academic areas, including reading comprehension. Many schools are using curriculum embedded reading comprehension tests to assess students' progress in achieving grade level expectations before the administration of state standardized test. This study used de-identified student data on curriculum embedded reading comprehension tests and the state standardized reading test, FCAT 2.0 to assess the correlation between a specific curriculum-based measure and the FCAT 2.0. The researcher used Pearson and Spearman Correlation to assess the predictive relationship of the curriculum-embedded reading tests and FCAT 2.0 reading. Strong correlations were found between the two assessments which educators may find useful when planning and differentiating reading comprehension instruction throughout the school year.
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Date Issued: 2012
Identifier: CFE0004282, ucf:49522
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004282

Title: An Examination of the relationship between Marzano's Causal Teacher Evaluation Model and student achievement at nine high schools in a large suburban school district in Central Florida.
Creator: Jacobson, Dana, Murray, Kenneth, Doherty, Walter, Murray, Barbara, Bai, Haiyan, University of Central Florida
Abstract / Description: This study focused on the relationship between student achievement and teacher evaluation during the first year of implementation of the Marzano Causal Teacher Evaluation model in a large suburban school district in Central Florida. The population included high school level teachers and students. Teacher evaluation and performance data were collected and analyzed for relationships using Spearman Rho and Chi-Square Analysis. Variables reviewed included: (a) Marzano's Causal Teacher Evaluation...
Show moreThis study focused on the relationship between student achievement and teacher evaluation during the first year of implementation of the Marzano Causal Teacher Evaluation model in a large suburban school district in Central Florida. The population included high school level teachers and students. Teacher evaluation and performance data were collected and analyzed for relationships using Spearman Rho and Chi-Square Analysis. Variables reviewed included: (a) Marzano's Causal Teacher Evaluation Model iObservation(&)copy; protocol, (b) categorized teacher years of experience, (c) student growth scores based on a teacher's student success on statewide assessments as calculated using VAM or an administered pre- and posttest, (d) school reported teacher demographics on school improvement plans and (e) historical 9th- and 10th-grade student achievement data on FCAT 2.0 Reading and 9th- grade student achievement data on the Algebra 1 End-of-Course (EOC) Examinations.
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Date Issued: 2013
Identifier: CFE0004868, ucf:49663
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004868

Title: A Delphi Study to Construct a Script Concordance Test for Spiritual and Religious Competence in Counseling.
Creator: Christmas, Christopher, Young, Mark, Hagedorn, William, Bai, Haiyan, Carson, David, University of Central Florida
Abstract / Description: The need to address spiritual and religious issues is well established in the counseling literature and in accreditation standards, however, many graduates counseling students do not feel prepared to address these issues. In the United States, the vast majority of clients consider themselves to be spiritual or religious, so counselors who lack competence in addressing spiritual and religious issues in counseling are likely to offer ineffective or perhaps unethical care to clients. Counselor...
Show moreThe need to address spiritual and religious issues is well established in the counseling literature and in accreditation standards, however, many graduates counseling students do not feel prepared to address these issues. In the United States, the vast majority of clients consider themselves to be spiritual or religious, so counselors who lack competence in addressing spiritual and religious issues in counseling are likely to offer ineffective or perhaps unethical care to clients. Counselor educators must improve education and assessment in this critical specialty area of counseling. Of primary concern is a student's ability to demonstrate spiritual competence in counseling. The 2009 ASERVIC Spiritual Competencies offer the most comprehensive standard of spiritual competence in counseling in any mental health profession, however there is no reliable and standardized assessment that measures demonstrated spiritual competency. Competency can best be measured when the examinee makes choices in a context that is similar or the same as that in which he or she will practice, therefore an effective competency measurement must include client cases. The purpose of this study was to investigate whether a case based assessment for measuring clinical judgment in situations of uncertainty, called a Script Concordance Test, could be constructed by experts using the Delphi Method. This instrument was based on the 2009 ASERVIC Spiritual Competencies as the standard for demonstrated competence. The results of this study indicated that expert practitioners and educators could come to consensus on appropriate cases, appropriate competencies to measure in each case, items to assess competency in each case, and an instrument that included items assessing all 14 of the 2009 Spiritual Competencies. Additionally, the constructed instrument demonstrated excellent test retest reliability and adequate internal reliability.There are several implications for counselor education. First, this study provides evidence that expert practitioners and educators can come to consensus to construct a highly contextual instrument to measures clinical decision making about spiritual competence in counseling. Second, a promising new type of instrument with excellent reliability and strong content validity has been introduced to the field of counselor education. Third, with appropriate assessment, counselor education programs can begin to measure student competence, in terms of clinical judgment, on addressing spiritual and religions issues in counseling over time because this instrument is appropriate for use at different intervals throughout professional development. Fourth, the format of this instrument is also useful for educational purposes and reflective practice. Finally, the theoretical foundations of the Delphi Method and script concordance tests are compatible with one another and with instrument development. The researcher recommends that future studies to construct script concordance tests for other specialty areas of competence employ and refine this method.
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Date Issued: 2013
Identifier: CFE0005149, ucf:50695
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005149

Title: Development and Validation of the Client Ratings of Counselor Competence: Applying the Rasch Measurement Model.
Creator: Jo, Hang, Jones, Dayle, Robinson, Edward, Hundley, Gulnora, Bai, Haiyan, University of Central Florida
Abstract / Description: An important part of becoming a counselor is developing strong counselor competence, particularly for counselors-in-training. Thus, the main goal in counselor education is to develop students' competence to be capable to practice as a professional counselor. Assessing the competence of counselors-in-training remains the primary focus in counselor education and supervision (Bernard (&) Goodyear, 2014; McAuliffe (&) Eriksen, 2011; Swank (&) Lambie, 2012). There have been various attempts to...
Show moreAn important part of becoming a counselor is developing strong counselor competence, particularly for counselors-in-training. Thus, the main goal in counselor education is to develop students' competence to be capable to practice as a professional counselor. Assessing the competence of counselors-in-training remains the primary focus in counselor education and supervision (Bernard (&) Goodyear, 2014; McAuliffe (&) Eriksen, 2011; Swank (&) Lambie, 2012). There have been various attempts to measure the true construct of counselor competence (e.g., Hughes, 2014; Swank, Lambie, (&) Witta, 2012; Urbani, Smith et al., 2002). Those attempts tried to involve diverse voices around counselor competence in more comprehensive ways. Although there are numerous measures assessing supervisor ratings of counselor competence, there is still a lack of clients' voice in assessing counselor competence and performance in counselor education literature. In particular, there has been a deficit of direct measures to assess counselor competence by clients (Tate et al., 2014). Therefore, a new client-rated scale of counselor competence is required to provide invaluable information for enhancing a counselor's own professional competence as well as the quality of counselor preparation programs. The purpose of this study is to assess the psychometric properties using a Rasch model on a newly developed client-rated scale of counselor competence, named Client Ratings of Counselor Competence (CRCC). For this purpose of this study, the CRCC was developed, following the procedures for a scale development that the Rasch measurement model proposed. The development process consisted of (a) defining hierarchical attributes of what to measure, (b) generating a pool of items corresponding to the defined attributes, (c) determining the scale-type of measurement, (d) expert reviewing, (f) conducting a field test to a research sample, (g) evaluating the items using Rasch analysis, and (h) determining the final scale. Specifically, the initial pool of 85 items was generated and reduced to 36 items through expert review and a pilot test. The participants in this study were 84 adult clients who received counseling service from counselor trainees in a community counseling center. This study investigated diverse aspects of validity in the 36-item CRCC using the Rasch model, following the guideline by Wolfe and Smith (2007). In specific, content evidence, substantive evidence, structural evidence, generalizability, and interpretability evidence were investigated with the results of the Rasch analysis. The result showed that negatively worded items were commonly misfitted to the model. The rating scale analysis result showed that a 3-point rating scale format could be more appropriate than the current 4-point scale. In addition, the investigation of item difficulty hierarchy perceived by clients were mostly consistent with the assumed hierarchical structure in the test specification, empirically supporting microskills hierarchy (Ivey et al., 2013). The dimensionality analysis result showed the presence of possible additional dimension in the current CRCC. The reliability level of CRCC was acceptable as well as some bad items functioning differently across gender were detected with the DIF analysis. Additionally, the practicum level counselors-in-training in this study showed higher level of competence above the level that the current CRCC items could measure. Lastly, implications of the study, limitations, and future research were discussed. Some implications of the findings include: (a) the use of the Rasch model to assess the psychometric properties of the CRCC scale can make the developing instrument more valid and reliable, overcoming the major weakness of the classical test theory; (b) item difficulty level in the Rasch analysis can be a useful tool to empirically demonstrate whether a theoretical concept or model, especially with hierarchical or developmental structure, exists with real data; (c) the item-person map in the Rasch model can provide useful information for evaluating the instruments as well as interpreting the test scores; and (d) after more revisions and further validation studies, the CRCC could be utilized as additional assessment when counselor educators want to assess whether the trainees develop the competence above the expected level, especially from clients' perspective.
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Date Issued: 2016
Identifier: CFE0006466, ucf:51419
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006466

Title: A Comparison of Sixth Grade Student Achievement in Reading and Mathematics at School Transition Year.
Creator: Roseboom, Julie, Taylor, Rosemarye, Doherty, Walter, Bai, Haiyan, Beattie, Karen, University of Central Florida
Abstract / Description: This study contributed information for consideration as school districts determine grade span configuration as part of school design. The problem addressed was the extent to which student achievement may be impacted by the transition from one school to another from fifth to sixth grade in Florida public schools in order to provide data to school policy makers and school district administrators and add to the body of knowledge on the grade level configuration that contributed the most to...
Show moreThis study contributed information for consideration as school districts determine grade span configuration as part of school design. The problem addressed was the extent to which student achievement may be impacted by the transition from one school to another from fifth to sixth grade in Florida public schools in order to provide data to school policy makers and school district administrators and add to the body of knowledge on the grade level configuration that contributed the most to student achievement in sixth grade. This was a causal-comparative study using quantitative data to analyze student scores at the school level for reading and mathematics on the 2014 Florida Comprehensive Achievement Test (FCAT) 2.0 assessment to explore the difference in achievement for sixth grade students with no school transition compared to those who had school transitions during middle school. A multivariate analysis of covariance (MANCOVA) was used to examine if a difference existed in the dependent variables of sixth-grade reading and mathematics achievement as measured by school mean developmental scale scores and the school percentage of students making learning gains on the FCAT 2.0 between schools with sixth grade as the transition year and without sixth grade as the transition year. The analyses were controlled for the covariates of the school percentages of socio-economic status as determined by free and reduced lunch rate, English Learner status, and exceptional student education status. Findings signified that schools with no school transition between fifth and sixth grade in Florida public schools had higher sixth-grade mean scores in reading and mathematics as measured by school mean developmental scale scores and in reading as measured by the percentage of school learning gains. This study offers insight into what grade configuration is more likely to positively impact student achievement during the middle grades and supports students remaining in an elementary setting with fewer transitions during the middle grades to most benefit reading and mathematics achievement. Findings are useful to school boards, superintendents, and school district administrators interested in educational policy development and research on transition especially when restructuring school grade configurations and building new school sites.
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Date Issued: 2015
Identifier: CFE0006545, ucf:51347
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006545

Title: The Intricate Relationship between Measures of Vocabulary Size and Lexical Diversity as Evidenced in Non-Native and Native Speaker Academic Compositions.
Creator: Gonzalez, Melanie, Folse, Keith, Bai, Haiyan, Mihai, Florin, Webb, Stuart, University of Central Florida
Abstract / Description: The present study, a quantitative lexical analysis, examines the extent to which vocabulary size and lexical diversity contribute to writing scores on advanced non-native speakers' and native speakers' academic compositions. The data consists of essays composed by 104 adult non-native English learners enrolled in advanced second language writing courses and 68 native speaking university students in a first-year composition course. The lexical diversity of the sample essays is quantified by...
Show moreThe present study, a quantitative lexical analysis, examines the extent to which vocabulary size and lexical diversity contribute to writing scores on advanced non-native speakers' and native speakers' academic compositions. The data consists of essays composed by 104 adult non-native English learners enrolled in advanced second language writing courses and 68 native speaking university students in a first-year composition course. The lexical diversity of the sample essays is quantified by both the Measure of Textual Lexical Diversity (MTLD) and the voc-D while vocabulary size is measured by CELEX word frequency means, three instruments that are available in the computational linguistics program Coh-Metrix 3.0. Writing scores are provided by three independent raters' evaluations according to the TOEFL iBT Independent Writing Rubric.Results from a binary logistic regression reveal that lexical diversity has a significantly greater impact on writing score than vocabulary size (p (<) .01). Nevertheless, a series of MANOVAs indicate that vocabulary size initially facilitates writing scores at the lower proficiency levels, but it is an essay's lexical diversity that promotes it to the higher score levels. Additional findings from the MANOVAs demonstrate that native speakers' profiles of lexical diversity and size are significantly different from their non-native peers (p (<) .001). The lexical profiles also differed significantly among the individual score levels of the TOEFL iBT rubric (p (<) .05). A final outcome from a Pearson's product moment correlation analysis shows that vocabulary size has only a moderate relationship to lexical diversity, suggesting that variation of mid-range vocabulary may be more important to writing proficiency than the use of more sophisticated terms that occur less frequently in natural language.Implications for practice suggest that it is not enough to simply teach vocabulary words in the L2 composition classroom, but also to guide learners in how to employ these words in a varied manner within their writing. Furthermore, the results of this study indicate that teachers should spend more time on helping students use medium frequency words along with synonyms of a similar frequency rather than teaching students infrequent vocabulary, which may appear to sound more advanced.
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Date Issued: 2013
Identifier: CFE0004852, ucf:49693
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004852

Title: Investigating the relationships between preferences, gender, and high school students' geometry performance.
Creator: Mainali, Bhesh, Haciomeroglu, Erhan, Dixon, Juli, Andreasen, Janet, Bai, Haiyan, University of Central Florida
Abstract / Description: In this quantitative study, the relationships between high school students' preference for solution methods, geometry performance, task difficulty, and gender were investigated. The data was collected from 161 high school students from six different schools at a county located in central Florida in the United States. The study was conducted during the 2013(-)2014 school year. The participants represented a wide range in socioeconomic status, were from a range of grades (10-12), and were...
Show moreIn this quantitative study, the relationships between high school students' preference for solution methods, geometry performance, task difficulty, and gender were investigated. The data was collected from 161 high school students from six different schools at a county located in central Florida in the United States. The study was conducted during the 2013(-)2014 school year. The participants represented a wide range in socioeconomic status, were from a range of grades (10-12), and were enrolled in different mathematics courses (Algebra 2, Geometry, Financial Algebra, and Pre-calculus). Data were collected primarily with the aid of a geometry test and a geometry questionnaire. Using a think-aloud protocol, a short interview was also conducted with some students.For the purpose of statistical analysis, students' preferences for solution methods were quantified into numeric values, and then a visuality score was obtained for each student. Students' visuality scores ranged from -12 to +12. The visuality scores were used to assess students' preference for solution methods. A standardized test score was used to measure students' geometry performance. The data analysis indicated that the majority of students were visualizers. The statistical analysis revealed that there was not an association between preference for solution methods and students' geometry performance. The preference for solving geometry problems using either visual or nonvisual methods was not influenced by task difficulty. Students were equally likely to employ visual as well as nonvisual solution methods regardless of the task difficulty. Gender was significant in geometry performance but not in preference for solution methods. Female students' geometry performance was significantly higher than male students' geometry performance. The findings of this study suggested that instruction should be focused on incorporating both visual and nonvisual teaching strategies in mathematics lesson activities in order to develop preference for both visual and nonvisual solution methods.
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Date Issued: 2014
Identifier: CFE0005374, ucf:50448
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005374

Title: Employing Quality Management Principles to Improve the Performance of Educational Systems: An Empirical Study of the Effect of ISO 9001 Standard on Teachers and Administrators Performance in the Indonesian Vocational Education System.
Creator: Kuncoro, Andreas, Elshennawy, Ahmad, Lee, Gene, Rabelo, Luis, Bai, Haiyan, University of Central Florida
Abstract / Description: ISO 9001 has been world widely implemented in both manufacturing and service organizations. A lot of studies have been conducted to investigate the effects of ISO 9001 implementation on the performance of these organizations. Most of these studies show that ISO 9001 implementation realized positive operational improvements and financial success.Building on the merits of successful implementation of ISO 9001 quality management system in manufacturing and service, educational institutions have...
Show moreISO 9001 has been world widely implemented in both manufacturing and service organizations. A lot of studies have been conducted to investigate the effects of ISO 9001 implementation on the performance of these organizations. Most of these studies show that ISO 9001 implementation realized positive operational improvements and financial success.Building on the merits of successful implementation of ISO 9001 quality management system in manufacturing and service, educational institutions have been attempted to adopt it in their operations. Even though there are studies relating ISO implementation to education, no research has been done to investigate the effects of ISO 9001 at the individual level.The objective of this research is to investigate the effects of ISO 9001 quality management implementation on the performance of administrators and teachers. The Indonesian vocational education system is selected as a case example as there is a significant number of such institutions in Indonesia that attempt to achieve ISO certification and there is a national need to improve the performance of vocational education. It is a challenge to assess objectively the degree of ISO 9001 implementation in this specific educational context because of the size and diversity. This study relies on survey that measures the respondents' perception. Hence, this study applies a self-reported survey based performance measurement. The questionnaires are developed based on extensive literature review. Partial Least Squares Structural Equation Modeling (PLSSEM) has been used to examine the relationships between the different elements of quality management systems, quality culture; administrator and teacher performances. The study is able to examine multiple interrelated dependence and subsequent relationships simultaneously among examined factors such as teacher and administrator performance, existing quality culture and ISO principles; and to incorporate variables that cannot be directly measured, such as leadership, for example. The findings of this study show that ISO 9001 implementation has positive significant effect on the performance of the vocational school administrator and teacher. The study also identifies key influencing elements of the ISO quality management system and examines their direct and indirect relationships with teacher and administrator performances. This study is expected to improve the current practices in implementing ISO and quality culture in any educational settings, specifically in the case of vocational educational system.
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Date Issued: 2013
Identifier: CFE0005019, ucf:50006
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005019

Title: A Study of the Effects of Voluntary Prekindergarten Providers on Kindergarten Readiness.
Creator: Drummond, Toni, Murray, Kenneth, Murray, Barbara, Doherty, Walter, Bai, Haiyan, University of Central Florida
Abstract / Description: American parents have a myriad of choices when it comes to educating their children, and these choices begin in the very beginning stages of children's educational journey. Where parents decide to have their child spend their early formative years can have far-reaching implications for that child's future. The focus of this research was to examine if a difference exists in kindergarten readiness preparation offered by Voluntary Prekindergarten (VPK) providers in the state of Florida. The VPK...
Show moreAmerican parents have a myriad of choices when it comes to educating their children, and these choices begin in the very beginning stages of children's educational journey. Where parents decide to have their child spend their early formative years can have far-reaching implications for that child's future. The focus of this research was to examine if a difference exists in kindergarten readiness preparation offered by Voluntary Prekindergarten (VPK) providers in the state of Florida. The VPK Provider Kindergarten Readiness Rates of public schools were compared to the VPK Provider Kindergarten Readiness Rates of private learning centers and, more specifically, of Seventh-day Adventist private learning centers. Furthermore, this study was conducted to examine whether a difference exists in the kindergarten readiness between VPK providers in urban and rural counties. This quantitative, non-experimental, causal comparative study explored the Kindergarten Readiness Rates of each of the 5,636 public and private VPK providers in the state of Florida. The Florida Kindergarten Readiness Screener was used to assess the kindergarten readiness level of each student. Individual student scores were tracked to the VPK provider that the students attended in order to assign a Readiness Rate for each provider. This screener consisted of the Early Childhood Observation SystemTM (ECHOSTM) and the Florida Assessments for Instruction in Reading (FAIR).A one-way analysis of variance (ANOVA) was utilized to examine significant differences between public school, private, and Seventh-day Adventist providers. The ANOVA was followed by a Scheffe post-hoc test to determine where differences occurred. The findings revealed that there existed a statistically significant difference in the means of public school and private VPK providers. Public school providers were found to have achieved higher Provider Kindergarten Readiness Rates than private providers. It was also found that though Seventh-day Adventist providers had a slightly lower average Provider Kindergarten Readiness Rate than public school providers and a slightly higher average than other private providers, this difference was not statistically significant. A two-way factorial ANOVA was performed to examine if significant differences existed in the average Provider Kindergarten Readiness Rate when considering both the type of community (urban or rural) where the provider was located and the type of provider (public or private). The findings indicated that there was no statistically significant difference in Provider Readiness Rate when examining the interaction between the provider type and community type.
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Date Issued: 2013
Identifier: CFE0004833, ucf:49694
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004833

Title: The Impact of a Neurofeedback Training Intervention on College Students' Levels of Anxiety, Stress, Depression, and Cortisol.
Creator: McKinzie, Caitlyn, Lambie, Glenn, Hundley, Gulnora, Taylor, Dalena, Bai, Haiyan, University of Central Florida
Abstract / Description: Anxiety, depression, and stress are three of the most common experiences that impact college student functioning and academic achievement. At least one in six college students struggle with anxiety, increasing risk for developing depressive symptoms or disorders that further impact wellness. However, as mental health concerns increase across campuses, universities are not equipped to meet the demand of mental health support for college students. Neurofeedback (NF) training presents as an...
Show moreAnxiety, depression, and stress are three of the most common experiences that impact college student functioning and academic achievement. At least one in six college students struggle with anxiety, increasing risk for developing depressive symptoms or disorders that further impact wellness. However, as mental health concerns increase across campuses, universities are not equipped to meet the demand of mental health support for college students. Neurofeedback (NF) training presents as an innovative intervention to treat anxiety, depression, and stress as it is designed to regulate brain processes in an effort to increase more effective brain functioning. A quasi-experimental, nonequivalent control group design was utilized to determine differences between treatment group and waitlist control group participants' anxiety, stress, and depression scores at four time points as measured by the: (a) Beck Anxiety Inventory [BAI] (Beck, Epstein, Brown, (&) Steer, 1988); (b) Beck Depression Inventory, Second Edition [BDI-II] (Beck, Steer, (&) Brown, 1996); (c) Perceived Stress Scale [PSS] (Cohen, Kamarck, (&) Mermelstein, 1983); and (d) Social Anxiety Thought questionnaire [SAT] (Hartman, 1984). Furthermore, cortisol testing was used through assessment of saliva samples using Salimetrics Enzyme-Linked Immunosorbent Assay (ELISA). Key findings for the current investigation include: (a) a marginally significant (p = .051) difference between treatment group and control group participants' PSS (partial ?2 = .093), BDI-II (partial ?2 = .089), and SAT (partial ?2 = .052) scores over time; (b) no significance difference among participant demographics between treatment group and control group assessment scores over time; (c) no significance between treatment group and control group assessment scores and salivary cortisol levels over time; and (d) a negative relationship between the control group participants' salivary cortisol levels at pre-test on the BAI, PSS, and SAT. Finally, results are compared to previous studies. Limitations and implications as well as areas for future research are explored.
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Date Issued: 2018
Identifier: CFE0007052, ucf:51973
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007052

Title: Passive voice usage in undergraduate STEM textbooks.
Creator: Luo, Huiyuan, Mihai, Florin, Nutta, Joyce, Folse, Keith, Bai, Haiyan, University of Central Florida
Abstract / Description: The present study, a corpus-based quantitative analysis, investigated the use of passive voice in terms of percentage (percentage of total passive usage), constructions (the most commonly used passive forms), and dispersion (the verbs that tended to be associated with passive usage) in college STEM textbooks, more specifically in Science, Technology, Engineering, and Mathematics. The corpus consisted of twenty textbooks with over 1 million running words selected from the textbooks' chapters....
Show moreThe present study, a corpus-based quantitative analysis, investigated the use of passive voice in terms of percentage (percentage of total passive usage), constructions (the most commonly used passive forms), and dispersion (the verbs that tended to be associated with passive usage) in college STEM textbooks, more specifically in Science, Technology, Engineering, and Mathematics. The corpus consisted of twenty textbooks with over 1 million running words selected from the textbooks' chapters. By identifying the main verbs and passive verbs used in the textbooks, the percentage of passive voice usage was calculated. The statistical difference of passive constructions between disciplines was examined by conducting a MANOVA test, and an instrument, the Compleat Lexical Tutor was used to generate a word list of the most commonly-used past participles in passive voice.Results showed that the overall percentage of passive voice usage is over 30%. The MANOVA test revealed a statistically significant difference of passive voice constructions across the four disciplines, i.e. Science, Technology, Engineering, and Mathematics.Implications for teaching suggest that passive voice was an important grammar feature that needs to be taught tor the English as a second/foreign language students who major in the STEM fields. Additionally, the use of passive constructions should be taught differently in reading and writing based on the needs of the four STEM disciplines, due to the significant difference of passive forms usage in these fields.
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Date Issued: 2018
Identifier: CFE0007047, ucf:52020
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007047

Title: Investigating a Mental Health Literacy Intervention Among Economically Disadvantaged Youth.
Creator: Mumbauer, Jayna, Barden, Sejal, Kelchner, Viki, Van Horn, Stacy, Williams, Nicola, Bai, Haiyan, University of Central Florida
Abstract / Description: Mental health is a critical and pervasive issue for children and adolescents in the United States, with one in five youth living with a diagnosable mental health condition (Center for Disease Control and Prevention, 2017). Despite the increasing rates of mental health disorders, barriers to treatment are abundant and most young people do not receive appropriate treatment (Merikangas, 2009). Mental health literacy is the knowledge and beliefs surrounding mental health that guide recognition,...
Show moreMental health is a critical and pervasive issue for children and adolescents in the United States, with one in five youth living with a diagnosable mental health condition (Center for Disease Control and Prevention, 2017). Despite the increasing rates of mental health disorders, barriers to treatment are abundant and most young people do not receive appropriate treatment (Merikangas, 2009). Mental health literacy is the knowledge and beliefs surrounding mental health that guide recognition, management, and prevention (Jorm, 1997, p. 143). Mental health literacy is a particularly important framework for youth from economically disadvantaged backgrounds as they face increased vulnerabilities to mental health distress and barriers to treatment (World Health Organization, 2017). The aim of the present study was to investigate if an after school mental health literacy intervention changed adolescents' self-reported measures of mental health knowledge, mental health stigma, help-seeking, and hope across three waves of data collection: wave one (immediately before the intervention), wave two (immediately after the intervention), and wave three (one month post-intervention) as measured by: (a) Mental Health Knowledge and Attitude Survey [MHKAS] (Kutcher, McLuckie, (&) Weaver, 2014), (b) General Help Seeking Questionnaire [GHSQ] (Wilson, Deane, Ciarrochi, (&) Rickwood, 2005) 2005), (c) Children's Hope Scale [CHS] (Snyder et al., 1997).; and Self-Stigma of Mental Illness-Short Form [SSMIS-SF] (Corrigan et al., 2012). Main findings of the investigation included a significant difference for multivariate analysis between wave one and wave two (Pillai's Trace = .546, F(4, 56) = 16.816, p (<) .001, partial ?2 = .546). There was a statistically significant positive change in mental health knowledge (p (<) .001; d = 1.992) and help-seeking attitudes (p = .025; d = .934) and a significant negative change in personal mental health stigma (p (<) .001; d =.582) across wave one and wave two. There was no statistically significant change in hope (p = .904; d = .000) across wave one and wave two. Moreover, there was a statistically significant change from wave one to wave three for multivariate within subjects analysis (Pillai's Trace = .604, F(4, 27) = 10.297, p (<) .001, partial ?2 = .604), indicating changes were maintained at one-month follow-up. Specifically, there was a statistically significant positive change in mental health knowledge (p (<) .001, d = 1.960) and help-seeking attitudes (p = .007; d = 1.210) and a significant decrease in mental health stigma (p = .002; d = 1.210). There was no significant change in measures of hope from wave one to wave three (p = .467; d = .271). Results of the study are reviewed and compared to similar studies. The researcher discusses implications of findings for counseling, counselor education, and public policy.
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Date Issued: 2019
Identifier: CFE0007506, ucf:52648
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007506

Title: Using argument as a bridge between literacy and science: An intervention study in a science methods course for elementary preservice teachers.
Creator: Grysko, Rebeca, Zygouris-Coe, Vassiliki, Gao, Su, Roberts, Sherron, Fang, Zhihui, Bai, Haiyan, University of Central Florida
Abstract / Description: The purpose of this study was to investigate the impact of an intervention on teaching science as argument within a science methods course on elementary preservice teachers' (PSTs') (a) understandings of the nature of science (NOS), (b) knowledge about argumentation, (c) complexity of their written explanations, and (d) ability to incorporate components of the framework for teaching science as argument to support students' literacy and science learning. This mixed-methods study utilized an...
Show moreThe purpose of this study was to investigate the impact of an intervention on teaching science as argument within a science methods course on elementary preservice teachers' (PSTs') (a) understandings of the nature of science (NOS), (b) knowledge about argumentation, (c) complexity of their written explanations, and (d) ability to incorporate components of the framework for teaching science as argument to support students' literacy and science learning. This mixed-methods study utilized an embedded quasi-experimental design with a treatment (n = 20) and control group (n = 25). The treatment group instructor, who completed an eight-week professional development course, implemented the intervention protocol across a 12-week period. Throughout the intervention, emphasis was placed on three key components of teaching science as argument (i.e., argument structure, public reasoning, and the language of science). The control group instructor, who did not partake in any professional learning activities, implemented business-as-usual instruction. Results from a repeated measures MANOVA revealed that, although the intervention did not have a significant impact on PSTs' knowledge of argumentation, PSTs who received the intervention did demonstrate a significant increase in their understanding of the NOS and in the complexity of their written explanations, as compared to PSTs who did not receive the intervention. Furthermore, analysis of PSTs' written lesson plans revealed several themes (i.e., opportunities for students to collect and analyze data, use of scaffolds for helping students construct scientific explanations, emphasis on the use of text to support scientific inquiry, and attention to developing students' science vocabulary) consistent with the framework for teaching science as argument. These findings contribute to a growing body of evidence illustrating the effectiveness of intentionally designed teacher preparation experiences for developing PSTs' knowledge, beliefs, and practices for supporting students' engagement in scientific explanation and argument.
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Date Issued: 2019
Identifier: CFE0007643, ucf:52477
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007643

Title: Pooling correlation matrices corrected for selection bias: Implications for meta-analysis.
Creator: Matthews, Kenneth, Sivo, Stephen, Bai, Haiyan, Hahs-Vaughn, Debbie, Butler, Malcolm, University of Central Florida
Abstract / Description: Selection effects systematically attenuate correlations and must be considered when performing meta-analyses. No research domain is immune to selection effects, evident whenever self-selection or attrition take place. In educational research, selection effects are unavoidable in studies of postsecondary admissions, placement testing, or teacher selection. While methods to correct for selection bias are well documented for univariate meta-analyses, they have gone unexamined in multivariate...
Show moreSelection effects systematically attenuate correlations and must be considered when performing meta-analyses. No research domain is immune to selection effects, evident whenever self-selection or attrition take place. In educational research, selection effects are unavoidable in studies of postsecondary admissions, placement testing, or teacher selection. While methods to correct for selection bias are well documented for univariate meta-analyses, they have gone unexamined in multivariate meta-analyses, which synthesize more than one correlation from each study (i.e., a correlation matrix). Multivariate meta-analyses of correlations provide opportunities to explore complex relationships and correcting for selection effects improves the summary effect estimates. I used Monte Carlo simulations to test two methods of correcting selection effects and evaluate a method for pooling the corrected matrices. First, I examined the performance of Thorndike's corrections (for both explicit and incidental selection) and Lawley's multivariate correction for selection on correlation matrices when explicit selection takes place on a single variable. Simulation conditions included a wide range of selection ratios, samples sizes, and population correlations. The results indicated that univariate and multivariate correction methods perform equivalently. I provide practical guidelines for choosing between the two methods. In a second Monte Carlo simulation, I examined the confidence interval coverage rates of a Robust Variance Estimation (RVE) procedure when it is used to pool correlation matrices corrected for selection effects under a random-effects model. The RVE procedure empirically estimates the standard errors of the corrected correlations and has the advantage of having no distributional assumptions. Simulation conditions included tau-squared ratio, within-study sample size, number of studies, and selection ratio. The results were mixed, with RVE performing well under higher selection ratios and larger unrestricted sample sizes. RVE performed consistently across values of tau-squared. I recommend applications of the results, especially for educational research, and opportunities for future research.
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Date Issued: 2019
Identifier: CFE0007680, ucf:52483
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007680

counseling (3)	+ -
College Students (2)	+ -
Exceptional Student Education (2)	+ -
academic performance (2)	+ -
counselor education (2)	+ -

meta-analysis (2)	+ -
Anxiety (1)	+ -
Assessment (1)	+ -
Attention Deficit-Hyperactivity Disorder (1)	+ -
Augmentative-Alternative Communication (1)	+ -
Behavioral Intentions (1)	+ -
Brand Equity (1)	+ -
Branding (1)	+ -
CGI (1)	+ -
Client Feedback (1)	+ -
Client Ratings (1)	+ -
Cognitively guided instruction (1)	+ -
Computer Adaptive Programs (1)	+ -
Cortisol (1)	+ -
Counseling (1)	+ -
Counselor Competence (1)	+ -
Counselor Education (1)	+ -
Decomposed Theory of Planned Behavior (1)	+ -
Delphi method (1)	+ -
Depression (1)	+ -
Developmental Scale Scores (1)	+ -
ESL (1)	+ -
Education (1)	+ -
Educational Decision Making (1)	+ -
Educational Leadership (1)	+ -

Bai, Haiyan (38)	+ -
University of Central Florida (38)	+ -
Doherty, Walter (5)	+ -
Lambie, Glenn (5)	+ -
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